« Blazon et figures d'armoyries et de tout ce qu'elles se peuvent et doibvent conpozer. » Traité du blason, par Hector Le Breton, sicur de La Doinneterie, roy d'armes de France ».

Ce traité paraît autographe.

« L'ancien herault breton, contenant les genealogie (sic) des anciens rois, ducs et princes de Bretagne, avec le blason de toutes les familles nobles et anciennes dudit pays, faits et blasonné (sic) par moy F. DE LONGCHAMPS, genealogiste et commissaire des guerres, 1689 ».

Contient : « Genealogie historique des anciens rois, ducs et princes de Bretagne » ; « Armorial ancien trouvé dans l'eglise cathédrale de Bayeux... lequel peut avoir esté fait depuis l'an 1330 jusques à environ l'an 1370 » ; « Armorial de l'ancienne noblesse de Rennes » ; « Armorial des eveschés de Leon et Saint Malo », dressé pour l'évêché de Léon sur les « montres generalles des nobles de l'evesché de Leon », faites en 1467, pour l'évêché de St-Malo sur les « montres generalles » faites en 1470. Aux pages 203-212, l'auteur du recueil a inséré un récit de la « bataille de 30 Bretons contre 30 Anglais, donné en la ville de Ploermel et celle de Josselin » ; « Armorial de l'evesché de Cornoailles », dressé sur les « montres generalles » faites en 1483 ; « Plusieurs quittances ancienne (sic) tirées de la chambre des comptes de Paris »

A dictionary of the Osage language / by Francis La Flesche

Collection : Smithsonian Institution. Bureau of American ethnology ; 109

Collaborative learning in a Japanese as a foreign language classroom /

This study examined the influence of training on Asian learners' beliefs, interaction, and attitudes during collaborative learning (CL) and explored the processes of their CL in pairs. The literature contains few studies on the effect of collaborative training in language learning. In addition, it shows gaps between SLA theory and practice resulting from learners' cultural differences. Although second/subsequent language acquisition (SLA) theory assumes that CL contributes to language learning, implementing CL in a multicultural classroom is often considered to be unsuccessful by teachers. The research questions designed to address this gap explore: (a) the extent to which tra~ng affects Asian learners' attitudes towards and interaction during CL; (b) how Asian learners accomplish collaborative tasks in pairs. In the quasi-experimental research design, the learners in the treatment group received special training in CL for 5 weeks while the learners in the comparison group did not receive similar training. Data were collected from 45 McMaster University students through pre- and posttests, pre- and postintervention questionnaires, student information, and informal classroom observations. To detennine the influence of training, the frequency of communication units (c-units), Language Related Episodes (LREs), Collaborative Dialogue (CD) from audio-taped data, and the fmal draft scores were compared between pre- and posttests. The learners' pre- and postintervention questionnaires were also compared. Transcripts from audio-taped data, students' information, their responses and comments from questionnaires, and informal observations served to investigate the processes of Asian learners' CL. Overall, this study found that training had significant influence on the frequency of c-units and CD, and considerable impact on the draft scores, although little influence on the frequency of LREs was observed. The results from the questionnaires in the treatment group showed positive changes in the learners' beliefs on pair work after training. On the other hand, analyses of the transcription data showed that the learners did not conduct enough discussion for a resolution of problems with peers. In conclusion, results suggested the need for teacher intervention, a longer period of collaborative training, and an implementation of self-evaluation into the course grade to encourage the learners to succeed in collaborative learning.

Effects of computer-mediated communication and face-to-face communication on the quantity and quality of discourse produced by English as a second language students /

The effects oftwo types of small-group communication, synchronous computer-mediated and face-to-face, on the quantity and quality of verbal output were con^ared. Quantity was deiSned as the number of turns taken per minute, the number of Analysis-of-Speech units (AS-units) produced per minute, and the number ofwords produced per minute. Quality was defined as the number of words produced per AS-unit. In addition, the interaction of gender and type of communication was explored for any differences that existed in the output produced. Questionnaires were also given to participants to determine attitudes toward computer-mediated and face-to-face communication. Thirty intermediate-level students fi-om the Intensive English Language Program (lELP) at Brock University participated in the study, including 15 females and 15 males. Nonparametric tests, including the Wilcoxon matched-pairs test, Mann-Whitney U test, and Friedman test were used to test for significance at the p < .05 level. No significant differences were found in the effects of computer-mediated and face-to-face communication on the output produced during follow-up speaking sessions. However, the quantity and quality of interaction was significantly higher during face-to-face sessions than computer-mediated sessions. No significant differences were found in the output produced by males and females in these 2 conditions. While participants felt that the use of computer-mediated communication may aid in the development of certain language skills, they generally preferred face-to-face communication. These results differed fi-om previous studies that found a greater quantity and quality of output in addition to a greater equality of interaction produced during computer-mediated sessions in comparison to face-to-face sessions (Kern, 1995; Warschauer, 1996).